L'AFC s'efforce de changer la politique éducative afin que le système scolaire public serve tous enfants efficacement. Nous publions des rapports politiques et des analyses de données, témoignons aux niveaux de la ville et de l'État, nous exprimons dans la presse pour attirer l'attention sur les défis auxquels sont confrontés les étudiants et les familles que nous servons, et nous nous joignons à d'autres défenseurs, parents, jeunes et éducateurs pour appeler à changement.
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AFC submitted testimony to the New York City Council Committee on Education regarding the proposed bill to equip all exit doors in elementary school buildings and buildings accommodating District 75 programs with an alarm system.
AFC submitted testimony for the New York State Education Budget Hearing, applauding the Governor’s call to make pre-k truly universal, but pointing out that the funding in the budget proposal is insufficient to reach this goal. AFC calls on the Legislature to support Mayor de Blasio’s plan to expand pre-k rapidly in NYC and also makes recommendations regarding the Governor’s preschool special education reform, special education waiver, after-school, and anti-discrimination proposals.
L'AFC a soumis des commentaires au Département de l'Éducation de l'État de New York concernant les modifications proposées à la dispense de flexibilité de la Loi sur l'enseignement primaire et secondaire (ESEA) de l'État. L'AFC a commenté les amendements concernant les tests pour les étudiants handicapés et les apprenants de la langue anglaise.
AFC testified before the Education Committee of the New York City Council regarding the Department of Education’s special education reform. Our school system needs to change how it educates students with disabilities; however, change will not yield positive results unless it is well executed and adequately financed.
AFC testified at the Discipline Code hearing, which offers the opportunity for students, parents, teachers, and advocates to offer input into the draft of the discipline code which will go into effect during the 2013-2014 school year. AFC called for the discipline code to include meaningful information regarding behavioral supports for students with disabilities. Though students with disabilities make up 12% of the NYC public school population, they receive almost 1/3 of all suspensions.
AFC submitted testimony urging the New York State Legislature to ensure that the state budget protects access to high-quality Early Intervention services that are driven by children’s needs, not by their health insurance coverage.
En mars 2011, le Coalition ARISE, un groupe de parents, d'éducateurs, de défenseurs et d'autres sympathisants d'élèves handicapés coordonné par Advocates for Children of New York (AFC), a publié ce document politique appelant la ville de New York et l'État de New York à respecter la loi en ce qui concerne la planification de la transition. et d'accorder à la transition postsecondaire des élèves ayant des besoins particuliers la même priorité qu'ils commencent à accorder à la préparation à l'université et à la carrière des autres élèves.
Les sept dernières années de réforme de l'éducation n'ont pas amélioré de manière significative les résultats, les expériences ou les services des 160 000 élèves handicapés des écoles publiques de la ville de New York, selon Éduquer! Inclure! Respect!, un rapport publié en avril 2009 par le Coalition ARISE, un groupe de parents, d'éducateurs, de défenseurs et d'autres partisans des étudiants handicapés coordonné par l'AFC.
An estimated 138,000 New York City students are over-age and under-credited and are out of school or at-risk for dropping out. The New York City Department of Education began creating new programming specifically for these students, but some students are left with dead ends under the current system. This briefing paper examines the ability of the new schools to meet the instructional needs of English Language Learners (ELLs), students with special education needs, students who are older with few or no credits, and students who are pregnant and parenting.
Approximately 13,000 students with disabilities exit the New York City public school system each year. This report examines the efforts of the NYC Department of Education to prepare these youth for independent living, vocational training, employment, higher education, and other post-secondary opportunities.